Curriculum Studies – Drama: Part B

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS431 Curriculum Studies – Drama: Part A, and provides pre-service teachers with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Drama Stage 6 Syllabus.

Awards offering Curriculum Studies – Drama: Part B

This unit is offered as a part of the following awards:

• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS431 Curriculum Studies – Drama: Part A, and provides pre-service teachers with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Drama Stage 6 Syllabus. It enables pre-service teachers to extend their own creative capacities, and their understanding and knowledge of Years 11-12 drama teaching and equip them to foster in students skills in interpretation, communication, performance and critical thinking. Genre theory in drama is examined alongside how to encourage students to overcome fear, manage stage craft and casting. The teacher’s duty of care, ethical considerations, copyright issues and managing the dynamics of the audience’s interaction with actors in performance are also considered.

Outcomes

1. Demonstrate understanding State educational policies and priorities and their effect on implementing ‘best practice’ teaching strategies and engaging resources fulfil the aims of the NESA Drama Stage 6 Syllabus;
2. Describe the subject’s organisation in understanding the teacher’s role involving support, mentoring, professional development goals, curriculum administration, WHS, and engaging with parents, professional and external community organisations in the teaching of Years 11-12 Drama;
3. Identify content and design effective learning and teaching sequences, which promote higher-order thinking, critical analysis and reflection;
4. Design learning and teaching activities consistent with the syllabus requirements, models of pedagogy (inquiry and direct instruction) and the principles and practices underpinning learning and teaching Drama, Years 11-12 to produce learning experiences that meet the needs of diverse learners;
5. Prepare and critically reflect upon a variety of assessment instruments using ‘best practice’ that demonstrate understanding of statistical information, assessment moderation and its application to judge student achievement through assessment of learning, for learning and in learning, suitable for reporting to parents/carers.

Subject Content

1. Drama elements, including but not limited to: casting, acting, stage hands, directing, script writing, music, lighting, stage design, costuming, choreography, rehearsing, management, and marketing.  Exploring the physical, verbal, visual and aural dimensions.  Christian worldview applied to stag 6 drama;
2. Genre theory in drama; understanding the artistic, social, cultural, and ideological contexts, past and present e.g. cross-cultural experience, cultural traditions of Australian Indigenous, Chinese, Indonesian, Islamic, Indian; genres as socio-historical constructs: comedy, tragedy, romance, action/adventure, historical drama, documentary, news, game shows, children’s;
3. Drama content for years 11-12 – teaching and assessing e.g. improvisation, role-playing both with imaginary and real characters and objects, re-enactment, mime, masks, vocal dynamics and language of drama, symbols and meaning, expressive movement, physical narrative, time in action, tempo and timing, stage craft, creating mood, flashback, exploring own through drama;
4. Experiencing, presenting, and responding in the dramatic world.  Extended knowledge and skills in drama critique; EQ and reading of the unspoken.  Acting and (re)acting;
5. Production, management, marketing: The supporting legs of the dramatic table; budgets, logistics, engagement with broader community, identifying the audience, maintaining documentation, communications policies and procedures;
6. Scriptwriting, dramaturgy, design, scenography, casting, and directing; story telling from imagination to presentation.  Thinking outside the box; thinking inside the box;
7. Performance and audience interaction, Dramatic symbolism and the exploring, expressing and communicating of ideas and issues;the invisible wall.  To address or not to address the audience, that is a question;
8. Classroom control; managing students with challenging behaviours, conflict resolution, group dynamics and moderation, time management,Creating a safe learning environment, e.g. Inclusivity. Duty of Care in regard to equipment set up, student drop off and pick up and transport and after hours rehearsals.  Principles and practices of assessment and reporting in drama e.g. checklists, scoring rubrics, student log, student/group projects, multimedia recording and portfolios, school-based record keeping and stakeholder communication;
9. Performing e.g. individual and small group work, inclusivity and special needs students, class presentations and assemblies, integration of learning opportunities, overcoming fear;
10. Resources for drama and theatre studies teaching; impact of digital and technological advances; ethical/copyright issues; how to incorporate the use of ICT in the classroom.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Professional Digital Presentation (30%)
2. Lesson Plan Sequence (30%)
3. Assessing a Unit of Work (40%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references